ABSTRACT
This chapter focuses on a project, Bilingual Creative Writing Clubs, provides a platform for bilingual primary school children’s voices to be acknowledged, heard and valued. It suggessts that designing and delivering projects that support a ‘counter-discourse’ in which bilingual children’s, students’ and staff’s voices can be acknowledged, heard and valued and which can help challenge the prevalent discourse of deficiency. The chapter describes the Bilingual Creative Writing Clubs project in a way that would bring diverse primary pupils, their teachers and parents and diverse university students and staff together and facilitate cross-cultural learning. It discusses the Bilingual Creative Writing Clubs project as an example of a practical attempt to disrupt the discourse of deficiency that often surrounds bi/multilingual children. Everyone involved asserted that there are many advantages of being bi/multilingual and that the other languages and cultures should be cherished, celebrated and invited to the school curriculum.
